Day 2 and 3

My Rock Page
Date: Tuesday and Wednesday, September 13th and 14th, 2016
Subject: Science
Common Core Standard(s):
Comprehension and Collaboration
Speaking and Listening Standards K5
2. Recount or describe key ideas or details from a text read aloud or information
presented orally or through other media.
Presentation of Knowledge and Ideas
6. Produce complete sentences when appropriate to task and situation in order to
provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on
page 26 for specific expectations.)
NH Curriculum Framework
Science Process Skills
S:SPS1:2:1.1 Make observations and explore materials using all of their senses (one
sense at a time).
Earth Space Science
S:ESS1:2:2.2 Use observable properties, such as color and texture, to classify and
organize rocks and minerals.
Objective(s):
1) Students will be able to show that they can use a magnifying glass as a scientific
tool to view objects up close by holding it in their hand and viewing an object
through the lens safely.
2) Students will use three or more descriptive words to tell how their rock looks or
feels.
Resources/Materials List:
Video clip on YouTube found at: https://youtu.be/F11-GE7YWuc
Lap top and projector
Magnifying glasses (one per student)
Students rock collection (students collected and brought in last week, being stored
in egg cartons)
All About My Rock paper (one per student plus a few extras)
Pencils (students have a desks)
Crayons (Students have at desks)
Procedure:
The teacher will ask for students to go to gather on the large group rug

Annie Vincent

The teacher will tell the students that they will be learning more about rocks and
minerals and that they will be watching a short video before completing an activity
with one of the rocks they brought from home
The teacher will play the video clip for the students
Once the video clip is done, the teacher will ask the students if they can retell one
of the facts that they learned about in the video. The teacher will take a handful of
volunteers to answer
The teacher will then ask the students to return to their seats and distribute the
All About My Rock sheet
The teacher will ask students to take out their pencil and crayons and she will open
up the rock sheet paper on the Smartboard
The teacher will produce a rock that is a favorite and model how to complete the
rock sheet. She will start with the drawing, move on to how the rock feels, and
then model how to use the magnifying glass.
The teacher will continue with showing the students how the magnifying glass
helps her see more colors in her rock and she will show were to write the colors on
the rock sheet.
The teacher will then explain in the last box on the sheet she wants the students to
write about why that rock is special to them or what characteristics help make it
special out of all the rocks in their collection.
The teacher will then call each table to come up and collect their rock collection
boxes
The teacher will then ask one student from each table to come up and get
magnifying glasses for the students at their table.
The teacher will then ask students to begin examining their rock
If students finish early, the teacher will ask students to find a partner and go to a
quiet spot in the classroom to share what they discovered about their rock and why
it is special.

Plans for differentiation:

If students are having difficulty thinking of words that describe their rocks, they
could revisit the large rug as a small group and the teacher could help the students
generate a list of descriptive words for rocks. Some of the students are concerned with
correctly spelling the words they want to write, and we may need to reinforce that we are
just looking for their best spelling (spelling-ish). If students need additional support,
there are three adults in the room that can provide them with assistance. Students are
invited to go to the small group teachers desk if they would like to get teachers
assistance and work with less distractions.
This lesson contains visual and auditory pieces through the use of the video clip
and use of the smartboard with modeling the rock sheet for the students.
Assessment:
I will visually assess the students using the correct techniques with the magnifying
glass when I walk around and observe them using the tool correctly. Students who are
not using properly will be given a verbal warning and then have their tool taken away.
The All About My Rock learning sheet will provide me with evidence of the
students using descriptive words to describe what their rock is like.
2

Annie Vincent

Plans for accommodation/modification:

There is one student with an IEP and I know that she gets frustrated easily with
writing and reading, so I may give her more support in the writing portion of the rock
sheet. She may need help generating a list of descriptive words for her rock and could
be one of the students who comes to the large group rug to generate the list of words.
The paper has ample space for writing. Instead of setting the expectation that she fill all
the space with writing, I could mark on her paper lines that I would like her to fill in. For
example, instead of expecting six color words, I could ask her to write two or three
(depending upon the rock she chooses). And she could be asked to write one sentence
about her special rock instead of filling up all the writing space.
Whats next?
The students will be continuing on their exploration of rocks and minerals in the
next lesson.
Reflection:

Annie Vincent